Abstract

Mathematics is learnt in every step level of education. It proves that mathematics is really needed
for developing our knowledge. But in fact, the students’ mathematic skill especially for the level
of elementary and junior high school is still far from what it is expected. One of the reasons of
raising that issue is from the teacher’s preference in choosing the teaching method. In this case
the teaching and learning process still focused on the teacher-centered. That’s why, the
unbalanced role both teacher and students in learning process has occurred. The teacher becomes
one main source while the students as the passive learners only. The students comprehend the
lesson by making a note of the explained material then doing exercises asked by the teacher. This
type of learning promotes negative impact for their mentally development, therefore, it causes
the student’s susceptibility in mastering mathematics skill. In accordance with that issue, the
writer tried to promote another teaching alternative which is called Thematic Learning. Thematic
Learning is one of teaching methods that allocate the real life into one circumstance of topic,
while the topic concerns about learning from various basic competence or various subject of
matter. So, having various basic competence in one phase of learning is hoped can make a use of
time efficiently.
The purposes of this study are describing the implementation of Thematic Learning especially in
Set (Group Sourcing) material (2) finding out the students’ comprehensive mastery learning by
using Thematic Learning (3) finding out students’ response toward Thematic Learning.
This study used qualitative approach in the form of descriptive research. The subjects of the
study were students in the seventh grade in Junior High School 3 Batu.
The finding showed us that the implementation of Thematic Learning especially in grouping
source (set unit) was running well. Based on the final result of individual test, the numbers of
students who succeeded in mastery learning were about 29 students, meanwhile for those who
failed were11 students. It was absolutely based on the standardized percentage of mastery
learning comprehensive in the amount of 72,5%. Positive response from students during
Thematic Learning implementation was the enjoy feeling had by them in joining the class
activity. They were easier in comprehending the subject of study. They were not difficult in
conducting class discussion, practicing the material, and doing the student’s worksheet book.
The students will agree if thematic learning is implemented for other studies in order to have
comprehensive understanding.